Between 2 and 3 pounds of wonder, it controls everything we say, do or think, who we are and what we care about. The way we walk or laugh or figure out things. What we like and the talents we possess. How we see and talk and run and jump and process our food.

The brain uses 20 percent of our body’s oxygen and 20 percent of its blood. Somewhere within its protein, fat, 100,000 miles of blood vessels and 100 billion nerve cells, it helps us remember where we put our gym shoes. Change our temperature so we don’t die because of the heat or cold. Speed us up or slow us down. Help us choose between orange juice or orange?flavored drinks.

Its complexity are stunning, far beyond anything most of us can imagine. To keep this work of art as polished as possible we need to eat right, exercise and keep mentally stimulated. Good nutrition helps brain cells communicate with each other. Exercise stimulates a hormone in our brain that improves memory. Mental stimulation keeps you sharp even as you age.

“It’s very important that we tell people to be physically active and mentally active,” said neurologist Malcolm Stewart. “People cannot stop aging, but you’re able to reduce the damage; you’re able to keep the function up.”

Following are Dr. Stewart’s advice for improving brain health：

1.The purpose of the author in writing this passage is to ______.

A. inform us how the brain works

B. give us advice on how to keep the brain healthy

C. tell us that the brain plays an important role in our lives

D. show how special the brain is to us

2.The underlined word “stunning” means ______.

A. interesting B. strange

C. significant D. amazing

3.According to the text, more exercise ______.

A. keeps our mind sharp

B. helps improve our memory

C. gives our brain a rest

D. is good for brain cells communicating with each other

4.In order to keep brain healthy, we should avoid ______.

A. eating a good lunch B. doing puzzles

C. eating a large supper D. taking aerobic exercise

Many of us have heard stories about teachers who can “see” into a student’s future. Even if a student is not performing well, they can predict success. We are convinced that this ability, this gift, is evidence that they were “called to teach” . If the gift of sight is evidence, how greater must be the gift of touch. I have a story.

I grew up in the fifties in a poor African American neighborhood in Stockton, California, that had neither sidewalks nor an elementary school. Each day, always in groups at our parents’ insistence, my friends and I would leave home early enough to walk eight blocks to school and be in our seats when the bell rang. For four blocks, we walked on dusty roads. By the fifth block, we walked on sidewalks that led to lovely homes and to Fair Oaks Elementary School. It was at Fair Oaks, in a sixth grade English class, that I met Ms. Victoria Hunter, a teacher who had a huge influence on my life.

During reading periods, she would walk around the room, stop at our desks, stand over us for a second or two, and then touch us. Without saying anything to us (nothing could break the silence of reading periods), she would place two fingers lightly on our throats and hold them there for seconds. I learned many years later when I was a student at Stanford University that teachers touch the throat of students to check for sub-vocalization (默讀), which slows down the reading speed. I did not know at the time why Ms. Hunter was touching our throats, but I was a serious and respectful student and so, during silent reading period, I did what Ms. Hunter told us to do. I kept my eyes on the material I was reading and waited for her to place her fingers lightly on my throat.

One day, out of curiosity, I raised my head from my book — though not high — so that I could see Ms. Hunter, a white woman from Canada, moving up and down the rows, stopping at the desks of my classmates. I wanted to see how they reacted when she touched their throats. She walked past them. I was confused. Did she pass them by because they were model students? What did we, the students who were touched, not do right? I sat up straighter in my chair, thinking that my way of sitting might be the problem. I was confused. Several days later, I watched again, this time raising my head a little higher. Nothing changed. Ms. Hunter touched the same students. Always, she touched me.

She touched me with her hands. She also touched me with her belief in my ability to achieve. She motivated me by demanding the best from me and by letting teachers I would meet in junior high school know that I should be challenged, that I would be serious about my work. I am convinced that she touched me because she could “see” me in the future. That was true of all of us at Fair Oaks who sat still and silent as Ms. Hunter placed her fingers lightly on our throats. We left Fair Oaks as “best students,” entered John Marshall Junior High School, finished at the top of our high school class, and went on to earn graduate degrees in various subjects. Ms. Hunter saw us achieving and she touched us to make certain that we would.

I was not surprised that she came to my graduation ceremony at Edison High School in Stockton or that she talked to me about finishing college and earning a Ph. D. She expected that of me. She gave me a beautifully wrapped box. Inside was a gift, the beauty of which multiplies even as it touches me: a necklace to which I can add charms for each stage of my life.

1.According to the writer, what is a special ability many good teachers possess?

A. The ability to make all students behave well.

B. The ability to treat different students in the same way.

C. The ability to discover a student’s potential to succeed.

D. The ability to predict the near future of a poor student.

2.According to the passage, how did Ms. Hunter motivate the writer?

A. By correcting the way she sat.

B. By having high expectations of her.

C. By sending her a valuable necklace.

D. By communicating with her parents often.

3.What does the writer mean by “a necklace to which I can add charms for each stage of my life” (paragraph 6)?

A. A gift which encourages me to do well on the journey of my life.

B. A gift which becomes more and more valuable as time goes by.

C. A necklace which I wear on all important occasions in my life.

D. A necklace which suits me and adds to my charm.

4.Which of the following serves as the best title for the story?

A. Ms. Hunter’s Surprise B. Ms. Hunter’s Challenge

C. A Teacher’s Touch D. A Teacher’s Memory

I created a writing group at my school this year, and it has become a hit with all students who enjoy writing. Now students of the group make rapid progress in their writing. Let me share a few tips that you can use to start your own writing group.

Set up separate groups for different ability levels

You probably don’t want to mix a gifted eighth grader with a second grader who writes very little. In a larger school, you could have a beginner group, a more advanced group, and a publishing group. Members can move to more appropriate groups if they are not comfortable in the current one.

Advertise the group in different ways

Send advertisements home with students, and put an advertisement on the school website or in the school newsletter.

The first meeting should be very open

At the first meeting, you should tell the students that this group is all about them. It is not a class, not a grade and not a requirement. Then tell them what some other writing groups do, and ask what they would like to do.

Set up a time to meet once or twice a month

It is important that students bring their writing with them. The group could go in any direction: criticize each other’s work, read your writing aloud, read silently, publish your work in a booklet (小冊子), play creativity games or do an online chat with a published author.

It will take a little while to find out what works best for your group

Search for creativity exercises and role plays. You might even be able to set up a special section of your school’s website just for your writing group.

1.The purpose of this passage is to ________.

A. introduce how to start up a writing group

B. offer some advice on how to teach writing

C. train high­level students to start up a writing group

D. compare different tips on starting up a writing group

2.What does the underlined word “hit” probably mean?

A. problem B. test C. tool D. success

3.Which of the following is NOT the activity of a writing group?

A. Practice role plays.

B. Meet a published author.

C. Criticize each other’s work.

D. Play creativity games.

短文改錯(cuò)(共10小題；每小題1分，滿分10分)

文中共有10處語言錯(cuò)誤，每句中最多有兩處。錯(cuò)誤涉及一個(gè)單詞的增加、刪除或修改。增加：在缺詞處下加一個(gè)漏子符號（/\），并在其下面寫出該加的詞。刪除：把多余的詞用斜線（\）劃掉。修改：在錯(cuò)的詞下劃一橫線，并在該詞下面寫出修改后的詞。

注意：1. 每處錯(cuò)誤僅限1詞；2. 只允許修改10處，多者（從第11處起）不計(jì)分。

One day in her way to school, Fang Fang found a wallet near the bus station. She open it and found a lot of money and a calling card. So she knew the owner name, address or telephone number. She thought the owner must be worrying. She went to a public telephone and called the owner. Then she waited at the bus station. The owner came by a taxi very soon and Fang Fang gave the wallet to her. The owner was very thankful that she took out a 100-yuan notes to reward Fang Fang .But Fang Fang polite refused it and went on school.

The historical documentary, Mr. Deng Goes to Washington, which was first shown in the capital on May 12, not only reveals the details of an attempted assassination(刺殺) of Deng, but is also the first time that animated (動(dòng)畫的) images of China’s leaders have appeared on the silver screen. The film tells the story of Deng’s nine-day visit to the US in 1979, only a month after China established diplomatic(外交的) relations with the US for the first time after the founding of the People’s Republic of China in 1949.

Lv Muzi, the film’s producer, said the film includes 12 animated sequences of Deng, drawn in French, American and Japanese styles, as well as China’s traditional shadow puppetry(皮影) style.

Hu Yuchen, who has drawn cartoons for leaders including former premier, Wen Jiabao, is the artist behind the animated images of Deng. Among the three versions of images he drew, director, Fu Hongxing, chose to use the version which was moderately realistic.

“Deng’s animated images are not static(靜止的) in the film. When he’s at meetings, the images are more serious, and when he’s at a party, he’s portrayed in a more lively way,” said Zhu.

For the young animator, animation can tell the story of that period of history better to younger viewers. “At first glance, animation may seem simple, but in reality, we need to do a large amount of homework, like checking what dishes were served at a dinner or what paintings were displayed in a particular room.” Zhu said he and the team went through a lot of historical documents and reviewed video clips (錄像片段) in the process of creation.

Fu said the film is in honor of Deng’s contribution to China as well as his influence on generations of Chinese people. Production was completed last year, which marked the l10th anniversary of Deng’s birth and also the 35th anniversary of Sino-US diplomatic relations.

1.Mr. Deng Goes to Washington uses all of the following styles EXCEPT_______ .

A. French and American styles

B. Japanese style

C. traditional Chinese style

D. Korean style

2.What does the underlined word in the fourth paragraph, “portrayed “, probably mean?

A. painted. B. acted.

C. imagined. D. decorated.

3.Which of the following is NOT true about the documentary?

A. The version of Deng’s image that was chosen was moderately realistic.

B. This is the first time a documentary has been made of a Chinese leader.

C. The animator did lots of work in the process of creation.

D. It contains 12 animated sequences of Deng.

4.Why was the documentary made ?

A. To help younger viewers remember that period of history.

B. To honor Deng’s contribution to China.

C. To entertain the Chinese people

D. To emphasize the importance Sino-US diplomatic relations.

閱讀下面短文，撐握其大意，然后從各題所給的四個(gè)選項(xiàng)（A、B、C和D）中，選出最佳選項(xiàng)

My friend Kenny and his family had just returned from Disney World. “I saw a sight I’ll ________ forget,” he said. “I want you to know about it.”

He and his family were ________ Cinderella’s(灰姑娘)castle. It was packed with kids and parents. Suddenly all the children rushed to one ________ . If it had been a boat, the castle would have tipped over. Cinderella had ________ .

Kenny said she was a beautiful young girl with each hair________, white skin, and a sweet smile. She stood in the garden of ________ , each wanting to touch and to be touched.

For some reason Kenny ________ and looked toward the other side of the castle. There was a boy who might be seven or eight years old. His ________ was hard to determine because of his height. Dwarfed(侏儒)in height, he stood ________ quietly, holding the hand of an older brother.

It was very ________ that he wanted to be with the children. He ________ to be in the middle of the kids reaching for Cinderella. But can’t you feel his ________ of being turned down? Fear of being laughed at again?

But Cinderella ________ the little boy. She immediately began walking in his direction. ________ but firmly inching through the crowd of children, she became ________ . She walked quickly across the floor, bent down and placed a ________ on his face.

“I thought you would ________ the story,” Kenny told me. I did. It________ me of the one you and I had heard of before. The names are ________ , but isn’t the story almost the same? In both cases a gift was given. In both cases love was ________ . In both cases the lovely one performed a gesture beyond words.

1.A.alwaysB.neverC.everD.often

2.A.outsideB.behindC.besideD.inside

3.A.stepB.sideC.wallD.stop

4.A.enteredB.startedC.leftD.disappeared

5.A.in placeB.in lengthC.in peaceD.in advance

6.A.studentsB.kidsC.parentsD.girls

7.A.jumpedB.whisperedC.turnedD.shook

8.A.nameB.appearanceC.mindD.age

9.A.watchingB.thinkingC.listeningD.searching

10.A.strangeB.stupidC.obviousD.humorous

11.A.failedB.longedC.regrettedD.pretended

12.A.pleasureB.fearC.angerD.amusement

13.A.noticedB.protectedC.supportedD.saved

14.A.RudelyB.PolitelyC.RelaxedlyD.Hardly

15.A.tiredB.freeC.busyD.astonished

16.A.giftB.handC.kissD.touch

17.A.catchB.followC.appreciateD.inspire

18.A.warnedB.informedC.cheatedD.reminded

19.A.importantB.differentC.necessaryD.unique

20.A.separatedB.dividedC.sharedD.expanded

Mary Allen was my best friend-like the sister I ever had. We did everything together: piano lessons, movies, swimming, and horseback riding.

When I was 13, my family moved away. Mary and I kept in touch through letters and we saw each other on special occasions(場合)- like my wedding and Mary’s. Soon we were busy with children and moving to new homes, and we wrote less often. One day a card that I sent came back stamped "Address Unknown ".

Over the years, I thought of Mary often. I wanted to share stories of my children and then grandchildren. And I needed to share my sadness when my brother and then mother died. There was an empty place in my heart that only a friend like Mary could fill.

One day I was reading the newspaper when I noticed a photo of a young woman who looked a lot like Mary and whose last name was Wagman--Mary’s married name. "There must be thousands of Wagman. "I thought, but I wrote to her anyway.

She called as soon as she got my letter. "Mrs Tobin!" she said excitedly. "Mary Allen Wagman” is my mother. Minutes later I heard a voice recognized immediately,even after 40 years. We laughed and cried and caught up on each other’s lives.

Now the empty place in my heart is filled. And there’s one thing that Mary and I know for sure: We don’t lose each other again.

1. I want to find Mary ______________ .

A. to share my stories B. to share my sorrow

C. to fill the empty in my heart D. all of the above

2.Which of the following is TRUE?

A. We never see each other again when I moved away when I was 13.

B. I find my friend in the newspaper

C. It is 40 years since we last saw each other

D. My friend’s husband is Mr Tobin

3.The best title of the passage is ________

A. My Good Friend B. Friend Like the brother

C. An Important Friend D. Friends Again- Forever

根據(jù)短文內(nèi)容，從短文后的選項(xiàng)中選出能填入空白處的最佳選項(xiàng)，并在答題紙上將該選項(xiàng)標(biāo)號涂黑。選項(xiàng)中有兩項(xiàng)為多余選項(xiàng)。

If you feel depressed(沮喪的), it’s best to do something about it ---the depression doesn’t just disappear on its own. In addition to getting help from a doctor, here are four things you can do to feel better.

Exercise.

Take a 15 to 30-minute walk every day --- or dance, jog or bike if you prefer. 1.________ But make yourself do it anyway. Ask a friend to exercise with you if you need to be motivated.（激發(fā)……的積極性） Once you get in the exercise habit, it won’t take long to notice a difference in your mood.

Identify troubles, but don’t think a lot about them.

Try to identity any situation that has contributed to your depression. When you know what makes you feel blue and why, talk about it with a caring friend. 2.______ If there’s no one to tell, pouring your heart out to a journal works just as well. Once you air out these thoughts and feelings, turn your attention to something positive. Take action to deal with problems.

Express yourself. 3._______ By exercising your imagination(painting, drawing, writing, dancing, etc.) you not only get those creative juices flowing, you also relax some positive emotions. Take time to play with a friend or a pet, or do something fun for yourself. Find something to laugh about---a funny movie, perhaps. 4._______

Look on the bright side.

Depression affects a person’s thoughts, making an effort to notice the good things in life. Try to notice one thing, then try to think of one more. Consider your strengths, gifts, or blessings. 5.______ Depression takes time to heal(治愈).

A. Laughter helps lighten your mood.

B. Most of all, don’t forget to be patient with yourself.

C. Yoga can also help people with depression feel better.

D. First of all, you should know why you feel so depressed.

E. People who are depressed may not feel much like being active.

F. With depression, a person’s creativity and sense of fun may seem blocked.

G. Talking is a way to release the feelings and to receive some understanding.

假如你是新華中學(xué)的張華，班里從外地轉(zhuǎn)來一名學(xué)生李明，他一時(shí)無法融入新的集體當(dāng)中，感到很苦惱。請根據(jù)以下要點(diǎn)用英語給他寫一封信。

1. 幫他分析原因 2. 給他提出建議 3. 陳述你幫助他的具體打算

注意：詞數(shù)120左右（開頭已給出，不算在字?jǐn)?shù)內(nèi)。）

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

According to a survey，more Europeans go digital一changing from fixed lines to mobile phones and from narrowband to broadband Internet connections.

The survey showed that 22 percent of EU households use only mobile phones, up from I8 percent a year ago,while the percentage of households with at least one fixed line decreased by 5 percent to 72 percent, although the percentage of households with at least one mobile phone remains fairly stable at 8l per cent.

Broadband is presenting a rapid upward trend in the EU, showed the survey, which polled(對…進(jìn)行民意調(diào)查)27,000 households across the union. 'Itventy-eight percent of households are now connected to the Internet via high-speed "broadband" links, up six percent from last year, while narrowband usage has dipped by three percentage points to 12 percent. More than half of households access the Internet via an ADSL line and 34 percent of broadband connections are wireless.

"Europe's digital economy is growing strongly as more and more households love to choose between fixed, mobile and Internet services," said EU Information Society and Media Commissioner wiane Reding. "The challenge of this year's reform of the EU's telecom rules will be to respond to this rapidly changing technological environment while enhancing(提高）at the same time effective competition:'

Meanwhile, nearly 20 percent of Europeans buy two or more telecom products from a single service provider, the combination of fixed telephony and.Internet access being the most common. The result may strengthen the commission's case for breaking up telecom giants, whose control over the fixed line networks～accused of hindering(妨礙）competition."Today's survey findings will feed into the ongoing public debate on the reform of the EU telecom rules, planned for summer this year," said Reding.

1.Today, the percentage of households with at least one fixed line goes down to

A. 34%％ B, 22% C.72% D. 81%

2.What will be covered in this year's reform of the EU's telecom hales?

A. The quickly changing technological environment.

B. The plan to stop the use of the fixed lines.

C. Breaking up telecom giants.

D. The ongoing public debate on global economy.

3.If a European will buy telecom products from a single service provider, what will be the result?

A. Less than two services are provided for customers.

B. Competition will become fierce in the telecom field.

C. A plan on the reform of the telecom is breaking up.

D. It becomes more difficult to fight off big companies' control.

4.The best title of this article is

A. Mobile Phones Become Popular

B. More Europeans Go Digital

C. The disappearance of the fixed line

D. The Rules of the EU's Telecom